Analysis Of First Language In The Second Language Classroom

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In reviewing codeswitching, research conducted by Abad (2009) explored how codeswitching affects the students’ comprehension of difficult texts. The paper examined how codeswitching functions in class, how students perceive their teachers’ codeswitching and the students’ own codeswitching practices. She concluded that it does not cause confusion in the students and it is not a clash of the two languages but insists that the one language actually complements the other. 2.2. First Language In the Second Language Classroom Cook (2001) has suggested that language acquisition should be one justification for creole avoidance, in reference to the ‘questionable compartmentalisation of the two languages in the mind’, the other being the aim of maximising exposure to the second language. In an argument for the re-examination of the view that first language (L1) should be avoided in the classroom by teachers and their students. He also, states that L1 has been used in alternating language methods and in methods that actively create links between L1 and L2 such as the ‘New Concurrent Method’, Community Language Learning, and Dodson’s Bilingual Method. Cook (ibid) also stated that treating the L1 as a classroom resource opens up several ways to use it, such as for teachers conveying meaning,…show more content…
Nation (2001) provided support that it actually plays an important role in communicating meaning and content across all four strands of English language. However, he also stated that there are certain conditions required within the strands to apply L1 use. These include: meaning focused input and output; language focused learning; fluency development; competency development. It was also suggested that the second language must be encouraged a much as possible to promote greater proficiency and
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